Writing Reference Packet - Your Success Depends On It! Grade 8
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Writing Reference Packet
Your Success Depends On It!
Grade 8Table of Contents
Setting our Purpose .................................................................................................................... 3
ONE CHUNK PARAGRAPH ........................................................................................................... 4
Modified One Chunk Paragraph ................................................................................................. 4
MARKING THE TEXT.................................................................................................................... 5
MLA CITATION BASICS (Modern Language Association) ............................................................ 5
ACTION VERBS ............................................................................................................................ 6
TRANSITION WORDS .................................................................................................................. 6
DEAD WORD LIST........................................................................................................................ 6
SUBSTITUTIONS .......................................................................................................................... 6
SENTENCE FRAMES ..................................................................................................................... 7
EDITING MARKS ......................................................................................................................... 8
CHARACTER TRAITS .................................................................................................................... 8
ACADEMIC DISCUSSION FRAMES................................................................................................ 9
CLOSE READING AND ANNOTATION GUIDE ............................................................................. 10
PURPOSES OF ACADEMIC LANGUAGE ...................................................................................... 10
ARGUMENT ESSAY FORMAT..................................................................................................... 11
PROBLEM/SOLUTION ESSAY FORMAT ...................................................................................... 12
COMPARE/CONTRAST ESSAY FORMAT .................................................................................... 12
SEQUENCE ESSAY FORMAT ....................................................................................................... 13
CAUSE/EFFECT ESSAY FORMAT ................................................................................................ 13
WRITING RUBRIC: Informative, Argument, Summary .............................................................. 14
WRITING RUBRIC: One Chunk ................................................................................................... 15
FRAYER VOCABULARY MODEL ................................................................................................. 16
CORNELL NOTES ....................................................................................................................... 17
ALBION STYLE GUIDE ................................................................................................................ 19
BOOK CLUB NOVELS ................................................................................................................. 20
BATTLE OF THE BOOKS ............................................................................................................. 20
METRIC PREFIXES AND SYMBOLS: ............................................................................................ 21
PERIODIC TABLE OF THE ELEMENTS ......................................................................................... 22
ELECTROMAGNETIC SPECTRUM ............................................................................................... 22
FORMS OF ENERGY ................................................................................................................... 23
SCIENTIFIC METHOD ................................................................................................................. 23
SCIENTIFIC ROOT WORDS, PREFIXES, AND SUFFIXES ................................................................ 24
READING INVENTORY TRACKER ............................................................................................... 25
MATH INVENTORY TRACKER .................................................................................................... 26
2Setting our Purpose
This Is Why We Do What We Do!
Students Who Are College and Career Ready in Reading, Writing, Speaking,
Listening, and Language
READ To become college and career ready, you will read text of exceptional craft and thought
whose range extends across genres, cultures, and centuries. Such works offer insight into human
life and serve as models for thinking and writing. Through wide and deep reading of literature
and literary nonfiction of increasing sophistication, you will gain a reservoir of literary and
cultural knowledge, references, and images; the ability to evaluate arguments; and the capacity to
understand the challenges posed by complex texts.
WRITE Writing is a way of asserting and defending claims, showing knowledge about a
subject, and conveying what you have experienced, imagined, thought, and felt. To be a college-
and career-ready writer, you will take task, purpose, and audience into careful consideration,
choosing words, information, structures, and formats deliberately. You will learn to combine
elements of different kinds of writing to produce complex and nuanced writing. You will use
technology when creating, refining, and collaborating on writing. You will become adept at
gathering information, evaluating sources, and citing material accurately, reporting findings from
research and analysis of sources.
SPEAK and LISTEN To become college and career ready, you will have ample opportunities
to take part in a variety of rich, structured conversations—as part of a whole class, in small
groups, and with a partner—built around important content in various domains. You will be able
to contribute appropriately to these conversations, to make comparisons and contrasts, and to
analyze and synthesize a multitude of ideas. High school graduates depend heavily on their
ability to listen attentively to others so that they are able to build on others’ ideas while
expressing their own ideas clearly and persuasively.
LANGUAGE To be college and career ready in language, you will develop firm control over the
conventions of standard English. You will come to appreciate that language is as at least as much
a matter of craft as of rules and be able to choose words, syntax, and punctuation to express
yourself and achieve particular functions and rhetorical effects. You will develop an extensive
vocabulary, built through reading and study, enabling you to comprehend complex texts and
engage in purposeful writing about and conversations around content. You will become skilled in
determining or clarifying the meaning of words and phrases, choosing flexibly from an array of
strategies. You will learn to see an individual word as part of a network of other words that have
similar denotations but different connotations.
USBE Core Standards for ELA and Literacy in History/Social Studies, Science, and Technical
Subjects (2013)
3ONE CHUNK PARAGRAPH
Format your paragraph in the same order as the directions.
1) Topic Sentence a sentence about the subject or topic of your paragraph.
• Include the source of your topic (novel, article, primary source)
2) Concrete Detail Sentence includes a direct quote or paraphrase of evidence.
• Start sentence with a SHOW/EXPLAIN transition word
• Include a direct quote or paraphrase of evidence or fact
• Proper citation at the end of the sentence (parenthetical citation)
3) Elaboration Sentence an analysis or opinion on how the concrete detail (sentence two)
applies to the evidence presented in the text.
4) Elaboration Sentence a second sentence of analysis or opinion of why the concrete
detail above is important to the reading, the topic, or your essay.
• Start your sentence with a CONTINUING transition word
5) Concrete Detail Sentence a direct quote or paraphrase of the evidence or fact.
• Start sentence with a SHOW/EXPLAIN transition word that is different than the
second sentence
• End your sentence with a proper citation (parenthetical citation)
6) Elaboration Sentence your analysis or thoughts on the concrete detail sentence five;
how it applies to the evidence presented.
• Start your sentence with a CONTINUING transition word
7) Elaboration sentence a second sentence of analysis or opinion of why the concrete
detail is important to the reading, topic, or essay.
8) Concluding sentence tie all thoughts together by summary.
• Start your sentence with a CONCLUDING transition word
• Repeat your thesis statement
9) Concluding sentence A final sentence to wrap up your paragraph and tie it all together.
It may include a call to action.
Modified One Chunk Paragraph
Sentence 1: Topic Sentence
• Include the subject/topic of the paragraph
• Include the source (novel, article, primary source)
Sentence 2: Evidence
• Start the sentence with a transition (For example, _____)
• Include a direct quote from the text
• Cite within the sentence
Sentence 3: Elaborate
• Start the sentence with a transition (Furthermore, _______)
• Explain why the quote supports the topic sentence
Sentence 4: Elaborate
• Give a reason why this quote is the best choice
Sentence 5: Concluding Sentence
• Start the sentence with a transition (In conclusion, _________)
• This sentence will wrap up your paragraph and tie it all together. It may include a call
to action.
• This sentence will wrap up your paragraph and tie it all together. It may include a call
to action.
4MARKING THE TEXT
1. # number the paragraphs
2. 0 circle academic vocabulary, key terms
3. Main Idea underline main ideas, claims
4. ? mark questions you still have
MLA CITATION BASICS (Modern Language Association)
Top left of every paper:
Student first and last name
Teacher’s last name
Class and period
Due date
Other MLA guidelines
Times New Roman, 12 pt. font
One-inch margins – just don’t mess with them!
Source titles are italicized. They are not underlined and not in quotation marks.
There is a period at the very end of the evidence and parenthetical citation.
Citing the author:
1. If the author is known, always use the author’s last name:
2. Wordsworth stated Romantic poetry was marked by a “spontaneous overflow of
powerful feelings” (263).
3. Romantic poetry is characterized by the “spontaneous overflow of powerful feelings
(Wordsworth 263).
4. Wordsworth extensively explored the role of emotion in the creative process (263).
Quoting dialogue:
• “ ‘You live in West Egg,’ she remarked contemptuously. ‘I know somebody there’ ” (11).
For electronic and Internet sources, follow these guidelines:
• Do not include URLSs in the text; only provide partial URLs. For example: CNN.com or
Forbes.com as opposed to writing out http://www.cnn.com or http://www.forbes.com.
• If there is no author, use a shortened version of the article title: “Living Planet,” or “A
New Generation.”
There is NO punctuation or abbreviation in the parentheses unless you are citing multiple
pages or a range of pages.
• Incorrect: (Smith, pg. 16)
• Correct: (Smith 16). (Smith 26, 32, 48). (Smith 30-35).
5ACTION VERBS
Acknowledges Discusses Points out Allows
Distinguishes Argues Emphasizes Asserts
Explains Presents Breaks down Exposes
Proposes Provides Proves Restates
Claims Compares Concludes Declares
Defines Focuses Illuminates Illustrates
Infers Maintains Reveals Shows
Suggests Supports Teaches Examines
TRANSITION WORDS
Continuing with the same topic:
Moreover, Also Likewise Next A final reason
Therefore In order to Due to Resulting from/in
Furthermore One reason In addition
Opposite or Changing the thinking:
Although In contrast However On the contrary
Nevertheless Conversely While Even though
Nonetheless Yet Whereas In contrast
Sequence (order of ideas)
After Then Before
During Later While First, second, third
Earlier Since In the first place
Show or explain an important fact or comment
For example For instance To illustrate
Specifically Similar to In the same way as
To demonstrate To clarify Notably
Conclusion at the end of the essay or paragraph
As a result In conclusion In summary
Therefore Finally Consequently
DEAD WORD LIST
Here lies words that have been used to death. May they rest in peace!
Stuff A lot Made Making Lots of
Would Kind of That It This shows that
I Could Should Really This quote means
Your Me Us You
Anything You’re We Myself
Thing Nothing Something Everything
Make Got Gotten Gonna
SUBSTITUTIONS
Should, would, could = have to, must, need
Make, made = cause, create, build, assemble, shape, compel, force, prepare, gain, produce
6SENTENCE FRAMES
Text-based Evidence
• For (example, instance) the text of ______________ (discusses, demonstrates, states,
explains) how ______________.
• According to the text, ________________.
Nonfiction
• According to the article, ______________ causes ________________.
• Within the article, ______________ is the reason for ______________.
• In order to support _________ the author (shows, describes, explains)
__________________.
• In order to (understand, comprehend, analyze) the __________ time period, the
background of _____________ (dates, events, people) needs to be ____________.
Character Thesis Statement
• _____________ (author’s last name) (recounts, creates, describes, promotes, produces)
the character of __________ through the (character traits, characteristics, features),
elements of ________, _________ and ________________.
• _______________ from (title), by _________ (author) (faces, deals with, combats)
adversity through __________ and ______________.
Thematic Thesis Statement
• _____________ (title or author) (portrays, introduces, presents, illustrates, explores)
___________ as a __________.
• The theme of __________ (story, article, novel) is best (explained, described, illustrated)
through these ____________ (events, conflicts).
7EDITING MARKS
Mark: Issue to resolve:
® Indent paragraph
O Something missing/wrong/spelling error
¶ Start a new paragraph
OT Transition word needed
WWW Italicize
ºº Capitalize
X Take it out or replace with something else
Run-on Run-on sentence, shorten or change to two sentences
Frag Sentence fragment, add more information
Awk Awkward, rewrite to be understood
Red Redundant, this is said earlier in the essay
Cite Citation issue
? Confusing
Elab Elaboration needed
Evid Evidence needed
I Do not italicize
U Do not underline
B Do not bold
T.S. Topic sentence missing
Thesis Thesis is missing or unclear
CHARACTER TRAITS
Nice Mean Sad Positive Negative
bright angry antisocial cooperative uncooperative
cheerful bossy comfortless calm reactive
caring cruel depressed dependable undependable
charming dark down fair unfair
considerate disrespectful friendless honest dishonest
delightful evil gloomy humble conceited
encouraging harsh glum mature immature
friendly hateful heartbroken patient impatient
kind impolite heavy-hearted responsible irresponsible
likable insensitive hopeless trustworthy untrustworthy
loving raging isolated
Confident Nervous
peaceful rude lonely
pleasant selfish lonesome assertive anxious
polite spoiled miserable brave concerned
respectful thoughtless moody certain fearful
sensitive uncaring sorrowful courageous hesitant
sweet unfriendly unhappy fearless uncertain
thoughtful unpleasant withdrawn independent uneasy
sure unsure
Does a lot Does very little Opposites
active bored/boring calm hyperactive
adventurous dull funny serious
ambitious indifferent
gentle rough
bold lazy
busy neglectful glamorous simple
energetic sluggish shy loud
hard-working uninterested quiet noisy
8ACADEMIC DISCUSSION FRAMES
State Opinion/Claim Elaborate
• In my opinion _____. • For example, ____.
• I believe that _____. • A relevant example I heard/read was____.
• From my perspective ____. • I have observed that____.
• From my point of view_____. • One convincing reason is that____.
• My opinion on this is ____. • A compelling reason is that____.
• I experienced this when ____.
Support Ideas with Examples
• I think ____ because ____. Comparing Ideas
• ____ is important because ____. • My idea is similar to ____.
• Based on the ideas from ____, ____, and • My response is similar to____.
____, I think that _____. • My stance is comparable to____.
• For example, ____. • My response is different from____.
• One complexing reason is that ____. • My approach is different from ____.
• A relevant example is ____. • How does this connect to ____?
Building on Ideas, Challenging Others, Synthesize
Collaborating • It is my understanding that ____.
• I agree with what ____ said because ____. • Based on the information, I think that
• You bring up an interesting point, and I ____.
also think____. • I learned that ____.
• Please give me an example of ____. • My new thinking is____.
• Can you give more details on____? • This makes me think of ____.
• How did you come up with that answer?
• Why do you think that? Persuade
• May I add something here? • The evidence shows that ____.
• I don’t really agree because ____. • ____is the best way to ____.
• My idea is different. I think that____. • I don’t really agree with you because____.
• We haven’t heard from ______. • I see it another way. I think ____.
• I have a different perspective ____.
Paraphrase • My ideas is slightly different from yours. I
• What I heard you say was____. believe that____.
• So , you said that ____. • I have a different answer than you.
• So, you think that____.
• So, your idea is that____. Draw Conclusions
• So, your opinion is that____. • Based on the evidence, ____ is ____.
• So, You’re saying that ____. • The data suggests that ____.
• After reading ____ I assume that ____.
Clarify • My analysis of ____ leads me to believe
• I don’t quite understand your ____. that ____.
• So, you think we should ____?
• Are you suggesting ____?
• What do you mean by ____?
• In other words, you are saying that ____?
9CLOSE READING AND ANNOTATION GUIDE
Highlighter SOCIAL STUDIES
ELA SCIENCE
COLOR Historical Thinking
PINK CHARACTERIZATION SOURCING REFERENCING OR
(STEAL) SOURCE
Point of View, purpose, Author, date, type of document, Author, date, type of
motivation motivation for writing, document, motivation for
primary/secondary source, bias writing,
primary/secondary, bias
GREEN CONFLICT CLAIM CLAIM
Internal/external conflict, What is the author’s message What is the author’s
claims purpose
BLUE THEME CONTEXT CONTEXT
Author’s message, Background information: what time Background information:
tone/mood/thesis period? What events were What time period? What
happening when the document was events were happening
written? when the document was
written?
YELLOW ELABORATION CORROBORATION/EVIDENCE CORROBORATION
Concrete detail analysis Compare and contrast. What Facts, data, inference.
evidence does or does not support
your claim (one source)? How do
sources support your claim (multiple
sources)?
PURPOSES OF ACADEMIC LANGUAGE
Purposes of Academic Language in Content Areas
This is why we highlight and annotate
CONTENT AREA PURPOSES OF ACADEMIC LANGUAGE
ELA • Interpretation of messages and meaning from text
• Persuasion of others to take a side on an issue
• Exploration of cause and effect, particularly with respect to characters’
motives
• Interpreting/translating between words and symbols
Math
• Problem-solving via analyzing and organizing information and
determining solutions
• Description of scientific inquiry including observing, hypothesizing,
experimenting, etc.
Science • Exploration of cause and effect with respect to scientific phenomena
• Interpretation of observations and data
• Comparison based on close observation of natural phenomena
• Exploration of cause and effect of historical events and phenomena
Social Studies • Interpretation of the past to infer and construct meanings
• Perspective taking to participate in the lives of others, and, in some
cases, learn to empathize
10ARGUMENT ESSAY FORMAT
1. Introduction
Hook
Transition sentence
Thesis Statement (Claim and reasons)
2. Reason 1 Paragraph
Follows one-chunk format
3. Reason 2 paragraph
Follows one-chunk format
4. Counterclaim paragraph
Counterclaim sentence
Counterclaim evidence – explain the counterclaim
Refutation sentence (rebuttal)
Evidence for the refutation
Elaborate and Explain
5. Conclusion
Restate thesis
Call to action
Counterclaim sentence frames:
Critics say _________________.
While it might be true ___________, still all in all ___________________.
Others may say _________________. But the position of ______________________.
A common argument against this position is _________, but ________________.
ARGUMENT WRITING SENTENCE STARTERS
How to introduce How to analyze evidence Counterclaim/rebuttal Concluding
evidence (telling the reader what it statements statements
means)
• According to the text • In order to understand Counterclaim • In conclusion,
• The author defines, ________ • One may argue, • All in all,
describes, discusses, • _______ illustrates how • On one hand, • As one may see,
• The article, _____ ________ • Granted some may argue, • Overall,
point out ________ • Clearly, • Some people believe, • Thus, Finally,
• (Author’s name) • Meaning, • Some supporters believe… • As expressed,
focuses, • The meaning behind • Although some think… • As can be seen,
• For example, _________,
• The author describes, • The issue of _______ is Rebuttal
• For instance, portrayed by ______ • However,
• As the article • The excerpt explains • When looking at the facts,
indicates _________, • As one can see, the text • The argument is incorrect
• In addition, the describes . . . because…
author writes . . . • What they don’t consider…
• Without a doubt,
• Most argue…
11PROBLEM/SOLUTION ESSAY FORMAT
1. Introduction
Hook
Transition, then background information on topic
Thesis (the problem and solutions being discussed)
2. Problem paragraph
Follows one-chunk format
3. Solution paragraph
Follows one chunk format
4. Conclusion paragraph
Restate thesis
Summarize main points
Problem/Solution Sentence Frames:
• ___________________ had a problem because ____________. (Therefore, As a result, the action
of) __________ was taken to help solve for __________.
• In ____________, the main character ____________ (faces, deals with, addresses) the problem of
_______ by overcoming the challenge of _____________.
• The problem of ____________ caused by ____________ because of ___________. Therefore, the
solution for ___________ was to ___________.
COMPARE/CONTRAST ESSAY FORMAT
1. Introduction
Hook
Transition, background information on topic
Thesis
2. Similarities Paragraph
Follows one chunk format
3. Differences Paragraph
Follows one chunk format
4. Conclusion
Restate thesis
Summarize main points
Compare/Contrast Sentence Frames:
• _____________ and _____________ are similar in several ways. Both ___________ and
____________ have similar ___________________.
• ____________ and ______________ are different in several ways. Both (documents, characters,
stories, events) support the (claim, thesis, characteristics) of __________ by the (description,
evidence) of ______________.
• The difference between ___________ and __________ is (apparent, evident, obvious) by _________.
12SEQUENCE ESSAY FORMAT
1. Introduction
Hook
Transition, background information on topic
Thesis
2. First thing in the sequence paragraph
Follows one chunk format
3. Second thing in the sequence paragraph
Follows one chunk format
4. Conclusion
Restate thesis
Summarize main points
Sentence Frame For Sequence:
• Here is how a _______________ is created. First, _______________. Next, _________________.
Then, ___________. Finally, ______________________.
CAUSE/EFFECT ESSAY FORMAT
1. Introduction
Hook
Transition, background information on topic
Thesis
2. Causes paragraph
Follows one chunk format
3. Effects paragraph
Follows one chunk format
4. Conclusion
Restate thesis
Summarize main points
Cause And Effect Sentence Frames:
• Because of __________ , ________________ . ______________ caused ____________.
Therefore, ____________________. Finally, due to _______ the result of is ____________.
• The cause of __________ is (because of, brought about by) _________. Therefore, the effect of
these issues is _______________.
• ____________ causes ___________ by doing ____________.
13WRITING RUBRIC: Informative, Argument, Summary
1 = First Draft 2 = Second Draft 3 = Final Draft
Concerns Criteria Advanced
Areas that need work 8th Grade Standards for writing Evidence of meeting or
exceeding standards
Thesis Thesis Thesis
A. A. Thesis stated in a complete sentence A.
B. B. Thesis includes focused main idea for the B.
controlling claim
C. C. Thesis stated at beginning and restated at C.
end of writing
D. D. Thesis is the last sentence of introduction D.
Organization Organization Organization
A. A. Effective introduction A.
B. B. Effective body B.
C. C. Effective conclusion C.
D. D. Uses transitions within paragraphs D.
E. E. Uses a variety of sentence structures E.
Evidence Evidence Evidence
A. A. Support contains reliable evidence A.
B. B. Evidence is cited using MLA format B.
C. C. Evidence is embedded quotes or C.
paraphrased
D. D. Body paragraphs contain multiple pieces D.
of evidence
E. E. Evidence comes from multiple sources E.
Elaboration Elaboration Elaboration
A. A. Analysis thoroughly explains and A.
supports focus of the thesis
B. B. Elaboration uses a variety of transitions B.
C. C. Connects multiple sources of evidence C.
Counterclaim Counterclaim Counterclaim
A. A. Counterclaim is last body paragraph A.
B. B. Refutation is supported by reliable B.
evidence
C. C. Elaboration thoroughly explains how C.
evidence supports refutation
Conventions Conventions Conventions
A. A. Errors do not distract from meaning A.
B. B. Few errors present B.
14WRITING RUBRIC: One Chunk
1 = First Draft 2 = Second Draft 3 = Final Draft
Concerns Criteria Advanced
Areas that need work Standards for writing Evidence of meeting or
exceeding standards
1. Topic Sentence 1. Topic Sentence 1. Topic Sentence
A. A. Addresses topic of prompt A.
B. B. Includes author/title B.
2. Evidence 2. Evidence 2. Evidence
A. A. Appropriately introduces the quote, A.
giving credit to the source
B. B. Uses exact evidence to support the topic B.
sentence (quote, description of graph or
picture)
3. Elaborate/Explain 3. Elaborate/Explain 3. Elaborate/Explain
A. A. The “So What” explains why the A.
evidence proves/supports the main idea
4. Elaborate/Explain 4. Elaborate/Explain 4. Elaborate/Explain
A. A. The “So What” continues to elaborate by A.
demonstrating in-depth understanding
and is not repetitive
B. B. Starts with a transition B.
5. Evidence 5. Evidence 5. Evidence
A. A. Appropriately introduces the quote, A.
giving credit to the source
B. B. Uses exact evidence to support the topic B.
sentence (quote, description of graph or
picture)
6. Elaborate/Explain 6. Elaborate/Explain 6. Elaborate/Explain
A. A. The “so what” explains why the A.
evidence proves/supports the main idea
7. Elaborate/Explain 7. Elaborate/Explain 7. Elaborate/Explain
A. A. The “so what” continues to elaborate by A.
demonstrating in-depth understanding
and is not repetitive
B. B. Starts with a transition B.
8. Concluding Sentence 8. Concluding Sentence 8. Concluding Sentence
A. A. Restates the main idea in a new way that A.
effectively wraps up the paragraph and
gives it a “finished” feeling
B. B. Starts with a transition B.
C. C. A final sentence to wrap up your C.
paragraph and tie it all together. It may
include a call to action.
15FRAYER VOCABULARY MODEL
Definition: Picture: Synonyms:
Antonyms:
Syllables: Word:
Example: Non-example:
Write two sentences:
16CORNELL NOTES
Name: Topic/Objective: Title:
Author:
Period: Date:
Big Idea/Big Concept:
Questions/Examples: Notes/Analysis:
Summary:
17Questions: Notes:
Summary:
18ALBION STYLE GUIDE
6th Grade 7th Grade 8th Grade
MLA Format All paragraphs MLA All writing MLA All writing MLA
Citations In-text citations • In-text citations Parenthetical
Bibliography • Parenthetical citations only
citations Works cited page
• Bibliography page
in science and
social studies
Personal Pronouns Mastery of formal Personal pronouns Only formal language
language only allowed in
narrative writing
Chunk Paragraph Chunk paragraph Chunk paragraph Chunk paragraph
Master components ICEE rubric Multi-paragraph
essays
Essay Terms Cited evidence Cited evidence Cited evidence
Concrete examples Concrete examples Concrete examples
Concrete details Concrete details Concrete details
Thesis Thesis Thesis
Claim Claim Claim
Elaboration Elaboration Elaboration
Explain Explain Explain
Analysis Analysis Analysis
Commentary Commentary Commentary
Quotes • Partial embedding Quote to be Paraphrase only
• Introduce quote embedded in writer’s
with writer’s words thought
in front of quote
Paragraph Format 2-3 paragraph 5 paragraph 6 paragraph
Argument essay Argument essay Argument essay
Counterclaim • Last body • Last body
paragraph before paragraph before
conclusion conclusion
• Counterclaim • Counterclaim
sentence, explain sentence, explain
counterclaim counterclaim
• Refutation/rebuttal • Refutation/rebuttal
sentence, evidence sentence, evidence
to support to support
refutation/rebuttal refutation/rebuttal
• Elaboration • Elaboration
• Concluding • Concluding
sentence sentence
19BOOK CLUB NOVELS
1. Ban This Book by Alan Gratz (realistic fiction) September
2. Zero Day by Jan Gangsei (mystery/thriller) October
3. Four-Four-Two by Dean Hughes (historical fiction) November or May
4. The Afterlife of Holly Chase by Cynthia Hand (fantasy/paranormal) December
5. Restart by Gordon Korman (realistic fiction) January
6. Warriors Don’t Cry by Melba Patillo Beals (non-fiction) February
7. Uglies by Scott Westerfeld (sci-fi/dystopian) March
8. Wolf Brother by Michelle Pavel (fantasy/adventure) April
9. Bomb by Steve Sheinkin (non-fiction) May or November
BATTLE OF THE BOOKS
1. A Handful of Stars by Cynthia Lord (realistic fiction)
2. Al Capone Does My Shirts by Gennifer Choldenko (historical fiction)
3. Breaking Through by Francisco Jiminez (autobiographical)
4. Not If I Save You First by Ally Carter (adventure)
5. City of Ember: The First Book of Ember by Jeanne DuPrau (science fiction)
6. Hattie Big Sky by Kirby Larson (historical fiction)
7. Devil’s Arithmetic by Jane Yolen (historic fiction)
8. Firegirl by Tony Abbott (realistic fiction)
9. Heat by Mike Lupica (realistic fiction)
10. Kira-Kira by Cynthia Kadohata (historical fiction)
11. Keeper of Lost Cities #1 by Shannon Messenger (fantasy)
12. Serafina and the Black Cloak by Rober Beaty (fantasy)
13. Project Mulberry by Linda Sue Park (realistic fiction)
14. Restart by Gordon Korman (realistic fiction)
15. True Confessions of Charlotte Doyle by Avi (historical fiction)
16. Touching Spirit Bear by Ben Mikaelsen (adventure)
17. Wednesday Wars by Gary Schmidt (historical fiction)
18. Wolf Brother by Michelle Paver (fantasy)
19. New Kid by Jerry Craft (graphic novel)
20. Lincoln’s Grave Robbers by Steve Sheinkin (non-fiction)
20METRIC PREFIXES AND SYMBOLS:
Prefix Symbol for Prefix Written Expression Scientific
Notation
peta P 1,000,000,000,000,000 1015
tera T 1,000,000,000,000 1012
giga G 1,000,000,000 109
mega M 1,000,000 106
kilo k 1,000 103
hecto h 100 102
deka da 10 101
UNIT UNIT 1 100
deci d 0.1 10-1
centi c 0.01 10-2
milli m 0.001 10-3
micro µ 0.000001 10-6
nano n 0.000000001 10-9
pico p 0.000000000001 10-12
femto f 0.000000000000001 10-15
21PERIODIC TABLE OF THE ELEMENTS
ELECTROMAGNETIC SPECTRUM
22FORMS OF ENERGY
SCIENTIFIC METHOD
Source: Science Bombs High School Science Helps, https://duckingsciencebombs.files.wordpress.com/2013/09/scientific-model.jpg
23SCIENTIFIC ROOT WORDS, PREFIXES, AND SUFFIXES
SUFFIX MEANING PREFIX/ROOT MEANING
-able capable halo- salt
-ate verb form- the act of hemi- half
-cul-, -cule small, diminutive herb- grass, plants
-cycle, cycl- ring, circle hetero- different, other
-duct lead homo- same, alike
-eous nature of, like hydr- water
-gram, graph record, writing hyper- above, beyond over
-ic (adjective former) hypo- below, under, less
-infra below, beneath inter- within, inside
-ism a state or condition intra- between
-less without iso- equal, same
-log word, speech kilo- thousand
-logist one who studies lith-, -lite stone, petrifying
-logy study of liumin- light
-mer part malle- hammer
-meter, -metry measurement micro- small, millionth
-nom, -nomy ordered knowledge, law milli- thousandth
-ous full of mole mass
-scribe, -script write mono- one, single
-sis condition, state morph- shape, form
-spher- ball, round multi- many
-the-, -thes- put non- not
-troph- nourishment, one who feels nuc- center
-vor- devour, eat omni- all
oxy- sharp, acid, oxygen
paleo- old, ancient
PREFIX/ROOT MEANING peri- around
a-, an- Not, without, lacking, deficient phon-, -phone sound
aero- air photo- light
ana- up, back, again poly- many
anri- against, opposite port- carry
anthropo man, human post- after, behind
aqu- water pre- before, ahead of time
archaeo- primitive, ancient prim- first
ation noun form- the act of pro- forward, favoring, before
atmo- vapor pseudo- false, deceptive
audi- hear radi- ray
auto- self sacchar- sugar
bi- (Latin) two, twice sci- know
bi-, bio- life, living semi- half, partly
calor- heat sol- sun
carn- meat, flesh soly- loosen, free
centi- hundredth spec- spic-, look at
chem- dealing with chemicals sym-, syn- together
co- with, together tele far off, distant
deca- ten terr earth, land
deci- tenth tetr- four
di- two, double therm- heat
dis- apart, out trans- across
du-, duo two tri- three
eco- house ultra- beyond
en-, endo-, ent- in, into, within uni- one
epi- upon, above, over
ex- out of, away from
geo- land, earth
gluc-, glyc- sweet, sugar
24READING INVENTORY TRACKER
Graph your results and write your exact Lexile score at the top of your graphed column.
Lexile FALL WINTER SPRING
Score Reading Reading Reading
Inventory Inventory Inventory
1400+ Date ___________
1300 My FALL RI Lexile score is ___________
1200 My goal for the winter RI is _________
1100
Date ___________
1000
My WINTER RI Lexile score is ________
900
My goal for the spring RI is __________
800
700 Date ___________
600 My SPRING RI Lexile score is _________
Next fall, I would like to improve my
500
score by __________ points.
400
300
0-200
READING INVENTORY PROFICIENCY BANDS
Grade Below Basic Basic Proficient Advanced
6 0-699 700-954 955-1020 1021-1700+
7 0-749 750-995 996-1060 1061-1700+
8 0-799 800-1038 1039-1155 1156-1700+
RI ANNUAL GROWTH EXPECTATION
Fall Lexile 6th Grade 7th Grade 8th Grade
Score
0 304 336 350
100-190 240 262 276
200-290 185 199 215
300-390 142 152 167
400-490 112 117 130
500-590 88 90 102
600-690 72 72 81
700-790 60 60 67
800-890 51 52 58
900-990 43 46 50
1000-1090 34 40 43
1100-1190+ 23 32 35
25MATH INVENTORY TRACKER
Graph your results and write your exact Quantile score at the top of your graphed column.
Quantile FALL WINTER SPRING
Score Math Math Math
Inventory Inventory Inventory
1400
1300
Date ___________
1200 My FALL MI Quantile score is __________
1100 My goal for the winter MI is ___________
1000
Date ___________
900
My WINTER MI Quantile score is ________
800
My goal for the spring MI is ____________
700
600 Date ___________
500 My SPRING MI Quantile score is ________
400
Next fall, I would like to improve my score
by __________ points.
300
0-200
MATH INVENTORY PROFICIENCY BANDS
Grade Below Basic Basic Proficient Advanced
6 125-659 660-784 785-890 891-1138+
7 393-752 753-880 881-970 971-1141+
8 422-845 846-1000 1001-1089 1090-1296+
MI EXPECTED GROWTH RANGE
Fall Quantile 6th Grade 7th Grade 8th Grade
Score
EM-99 210-305 190-325 180-325
100-199 200-295 200-285 175-285
200-299 190-235 185-240 180-250
300-399 165-205 165-205 165-215
400-499 145-175 140-180 150-190
500-599 120-150 120-155 130-165
600-699 95-125 95-125 110-140
700-799 65-95 70-100 90-120
800-899 40-70 45-75 70-100
900-999 10-45 20-50 50-75
1000-1099 0—25 0-30 25-55
1100-1199 0-20 0-25 0-40
1200-1299 0-15 0-20 0-25
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